Provides a state-of-the-field review of recent SoTL scholarship

The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching. Contents include: Defining SoTL The functions, value, rewards, and standards for SoTL work Working with colleagues, involving students, writing grants, integrating SoTL into your professional life, and finding useful resources Practical and ethical issues associated with SoTL work Making your SoTL public and documenting your work The status of SoTL in disciplinary and institutional contexts Applying the goals of SoTL to enhance student learning and development.

This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters:* Increased satisfaction and fulfillment in teaching* Improved student learning* Increased productivity of scholarly publication* Collaboration with colleagues across disciplines* Contributing to a growing and important body of literatureThis guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years. SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning. While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.

A guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty offers administrators, faculty, and students both the theoretical grounding and practical guidelines needed to develop student-faculty partnerships that affirm and improve teaching and learning in higher education. Provides theory and evidence to support new efforts in student-faculty partnerships Describes various models for creating and supporting such partnerships Helps faculty overcome some of the perceived barriers to student-faculty partnerships Suggests a range of possible levels of partnership that might be appropriate in different circumstances Includes helpful responses to a range of questions as well as advice from faculty, students, and administrators who have hands-on experience with partnership programs Balancing theory, step-by-step guidelines, expert advice, and practitioner experience, this book is a comprehensive why- and how-to handbook for developing a successful student-faculty partnership program.

Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education.

Educational developers play a central role in supporting faculty members and informing their ongoing professional development programming through the scholarship of teaching and learning (SoTL). SoTL presents an opportunity for faculty professional development that is action-oriented, evidence-based, and engaging for faculty members at any stage in their academic career. Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) is a critical scholarly publication that examines SoTL research as a method of professional development for educational developers and higher education faculty members. Highlighting topics such as professional development, research ethics, and faculty engagement, this book is ideal for deans, professors, department chairs, academicians, administrators, educational developers, curriculum designers, researchers, and students.